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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.1389-1416
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 25 Nov 2022 Revised 15 Dec 2022 Accepted 30 Dec 2022
DOI: https://doi.org/10.15738/kjell.22..202212.1389

Academic Engagement and Task Completion in L2 Listening through Mobile-Assisted Blended Learning (MABL) in Higher Education

Jihoon Pyo ; Chung Hyun Lee
(1st author) Graduate Student, Department of English Education, Hankuk University of Foreign Studies, Tel: 02-2173-2342 jpyo6296@gmail.com
(corresponding author) Professor, Department of English Education, Hankuk University of Foreign Studies, Tel: 02-2173-3044 chlee04@hufs.ac.kr


© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aimed to investigate students’ academic engagement, actual task completion, and ensuing learning outcomes in L2 listening classes. 91 undergraduate students who attended college English courses in Korea participated in the study that implemented a mixed-research design. The participants were randomly assigned to the MABL instruction and the conventional instruction groups for L2 listening. The quantitative data were gathered through the questionnaire, offline and online activity records, and repeatedly measured LC tests. The interview and reflective journal data qualitatively supported the quantitative results. The findings are as follows. First, the students who experienced MABL showed significant differences with those who did not regarding their perceived academic engagement and attitudes toward online activities. The experimental group students revealed significantly higher completion frequency than the control group in the online listening activities and favored collaborative listening activities in online sessions. Second, L2 listening instruction through MABL positively impacted the development of L2 listening skills. Based on the findings, limitations and suggestions for further study are discussed.

Keywords:

mobile-assisted blended learning, L2 listening, academic engagement, collaboration, task completion

Acknowledgments

This study was supported by Hankuk University of Foreign Studies Research Fund of 2022.

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